提升幼兒數學能力的家庭介入方案：活動與互動取向

Family-based Intervention to Enhance Early Math Skills: Activity vs. Interaction Approaches

黃馨慧(Hsin-Hui Huang)

《屏東大學學報-教育類》 4期 (2020/04) Pp. 181-217

摘要

家庭數學經驗對幼兒數學能力具有預測力，然過去家長因缺乏合適的資源、或不瞭解數學內涵等因素，導致家庭數學經驗相較貧乏。本硏究目的爲發展親子數學活動模組，以活動介入或活動搭配互動介入（互動品質、鷹架技巧）的方式，瞭解其對提升家長數學態度、家庭數學經驗、及幼兒數學能力的效益。首先參考幼小銜接應發展之數學槪念架構，設計九個數學活動模組。再以古典實驗前後測設計，邀請40對大班幼兒及母親參與，隨機分派到三組。第一組僅參與數學活動方案；第二組爲數學活動加入互動品質方案；第三組爲數學活動加入互動品質與鷹架技巧方案。介入歷時八周，前後測項目包括：母親塡寫問卷、親子進行數學活動錄影，並個別施測幼兒。結果顯示，介入後所有組別之家長數學態度、家庭數學經驗、及幼兒數學能力均有顯著提升，且家庭中間接數學活動及幼兒數學能力提升之效果量極大。另考驗兩種互動取向介入是否有增大組間變異量之效果，結果顯示互動品質未有組間差異，但鷹架技巧第三組進步情形顯著高於其他兩組。本硏究結果支持遊戲式的數學活動對幼兒學習數學槪念有助益，另本硏究所發展之鷹架技巧指標與敎練方式引導，能有效提升家長的鷹架技巧，可作爲未來親職敎育之應用。

關鍵字

家長數學態度 ； 家庭數學經驗 ； 幼兒數學能力 ； 親子數學活動

並列摘要

Home numeracy experiences are positively associated with early math skills, but young children's numeracy experiences at home are limited, partly due to parents' inadequate knowledge to provide learning resources and support. This study develops family numeracy modules and evaluates the effectiveness of activity-based or activity-and interaction-based interventions. Nine numeracy modules were designed based on a conceptual framework for learning early math. Forty dyads of kindergarten children and their mothers were randomly assigned to groups 1-3: group 1 participated in the math activity program only; group 2 participated in the math activity and interaction quality programs; group 3 participated in the math activity, interaction quality, and scaffolding skills programs. The intervention stage lasted 8 weeks. During the pre-test and post-test sessions, mothers completed a parent questionnaire, and the dyads were then invited to join math activities and were video-recorded. The children were individually tested for their early math skills with results showing that parents' math attitudes, home numeracy experiences, and children's early math skills significantly improved. However, the interaction-based interventions yielded significant group differences in scaffolding skills only, but not in interaction quality. The results support the claims that playful, indirect math activities may not only have beneficial effects on parental attitudes toward math and home numeracy experiences, but also on helping young children learn math concepts. Scaffolding items and coaching intervention could thus be further applied in parent education programs.

並列關鍵字

Parents' Math Attitude ； Bome Numeracy Experiences ； Early Math Skills ； Parent-child Math Activities